Generic Lesson Plan Form

Subject: __Math_____ Activity: Section 1-6 part 2 Setting: Emily Ks Classroom___# of Students:_27

Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP Materials: *Prepared and organized *Available for all Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions

GLCE: N.ME.04.03 Objective: Students will learn to round whole numbers through millions and will have an 80% success rate on given worksheets. Teacher: Teacher curriculum book, projector, empty projector sheet Student: Whiteboards, markers, erasers, workbooks, scrap paper, pencils, I will lead the students through rocket math. This should only take 5 minutes or less. Have students get out their dry erase boards, markers, and erasers. o Call students to the carpet by the whiteboard. Make sure students are ready to learn. If not, have them do a brain gym exercise. Correct the worksheet R side together as a class as a warm-up

Accommodations

Cam: During this part of the lesson Cam will be doing worksheets already given to him that are at his level. He will leave the classroom at 12:50 for Tier II interventions. I will be at the front of the room writing the answers on the overhead. During this time I will be moving around the room checking students answers on their whiteboards. Cullen: Cullen will have difficulty focusing or he may not do the work. I will make sure to go near him and ask for answers to help keep him engaged. Brandon: Brandon will also be very distracted. I will address him, like Cullen.

Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring

o o

Go over the steps of rounding with the students: o Step 1: Look at the digit to the right of the rounding place. If it is 5 or more add 1 to the rounding digit. If it is less than 5 leave the rounding didgit alone. (Reteaching) o Step 2: Change the digits to the right of the rounding place to zeros. Do a think aloud with the following examples: o Numbers 1-3 on pg. 21 in curriculum book. Have students walk me through numbers 4-6.

Have students do the P side of page 6 individually. Have them turn it in before the lesson is over.

I will be having the students do this individually so I can gage where their understanding is.

~scan, circulate, assess, support, praise Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning

Remind the students that they can use IXL and Pearson Net as a fun way to review rounding.

Reflection: __________________________________________________________________________________________________ ___________________________________________________________________________________________________